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Line 56: − − − − dge model !! Header text !! Header text !! Header text !! Header text !! Header text − |- − | Example || Example || Example || Example || Example || Example − |- − | Example || Example || Example || Example || Example || Example − |- − | Example || Example || Example || Example || Example || Example − |- − | Example || Example || Example || Example || Example || Example − |- − | Example || Example || Example || Example || Example || Example − |- − | Example || Example || Example || Example || Example || Example − |} − − / Basis<br> − Method − Storage − Sharing − Publishing (mass sharing) − Features − Oral / Language − Oral − Human memory − Speaking - Hearing − Not possible − Requires synchronicity of space and time − Written / Script − Text − Books − Physical − Not possible − Share knowledge across space and time, but in limited manner − Print / Printing − Text − Books − Physical − Books − Explosion − Mass Media/ Radio, TV − Analogue -Audio, video − Cassettes and similar analog devices − Physical − Over broadcast media − Mass reach across space and time − Digital (ICT) − Digital methods (text / audio / video editors) − Digital storage like hard disks − Email − Websites, blogs, Wikis – 'desktop publishing' − Information spreads fast and wide4. Much easier construction and much Wider possibilities – text, audio, video − +
ICT teacher handbook/ICT and society (view source)
Revision as of 05:09, 14 October 2016
, 05:09, 14 October 2016→Movement of ICTs
|Information spreads fast and wide1. Much easier construction and much Wider possibilities – text, audio, video
|Information spreads fast and wide1. Much easier construction and much Wider possibilities – text, audio, video
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Like the ICTs invented earlier, the invention and mass use of digital ICTs is having significant implications for society across various spheres of polity, economy, governance, media etc. We will explore these implications briefly in the next section.<br>
Like the ICTs invented earlier, the invention and mass use of digital ICTs is having significant implications for society across various spheres of polity, economy, governance, media etc. We will explore these implications briefly in the next section.<br>
Students are digital natives<br>
=Students are digital natives=
While many teachers would have been born before the digital revolution, our students are all from the generation born after the after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991)! Mark Prensky, who works in the ICTs and education space, says children are 'digital natives5', who have been born in an environment with access to digital technologies, while your teachers are 'digital immigrants' who have lived a large part of their lives before mobile phones became popular and for who these technologies may still seem unnecessary and unfamiliar. For student teachers, growing up in the digital technology paradigm, learning to navigate the digital world is an essential skill).
While many teachers would have been born before the digital revolution, our students are all from the generation born after the after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991)! Mark Prensky, who works in the ICTs and education space, says children are 'digital natives5', who have been born in an environment with access to digital technologies, while your teachers are 'digital immigrants' who have lived a large part of their lives before mobile phones became popular and for who these technologies may still seem unnecessary and unfamiliar. For student teachers, growing up in the digital technology paradigm, learning to navigate the digital world is an essential skill).
Think and talk it over with your students
Think and talk it over with your students